Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[29]
  • Caselist.CitesClass[39]

Details

Caselist.RoundClass[29]

EntryDate

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1		-2017-01-06 15:58:17.878
	1	+2017-01-06 15:58:17.0

Caselist.CitesClass[39]

Cites

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	1	+A) “Critical forms of education” force the judge into the role of coercer and defeats the purpose of critical pedagogy- outweighs their impact because its masked violence. Rickert 01
	2	+Rickert (Thomas, “"Hands Up, You're Free": Composition in a Post-Oedipal World”, JacOnline Journal,)
	3	+“An example of the connection between violence and pedagogy is implicit in the notion of being "schooled" as it has been conceptualized by Giroux and Peter Mcl.aren. They explain, "Fundamental to the principles that inform critical pedagogy is the conviction that here schooling for self- and social empowerment is ethically prior to questions of epistemology or to a mastery of technical or social skills that are primarily tied to the logic of the marketplace" (153-54). A presumption here is that it is the teacher who knows best, and this orientation gives the concept of schooling a particular bite: though it presents itself as oppositional to the state and the dominant forms of pedagogy that serve the state and its capitalist interests, it nevertheless reinscribes an authoritarian model that is congruent with any number of oedipalizing pedagogies that "school" the student in proper behavior. As Diane Davis notes, radical, feminist, and liberatory pedagogies "often it camouflage pedagogical violence in their move from one mode of 'normalization' to another" and "function within a disciplinary matrix of power, a covert carceral system, that with aims to of creatinge useful subjects for particular political agendas" (212). Such oedipalizing pedagogies are less effective in practice than what the claims for them assert; indeed, the attempt to "school" students in the manner called for by Giroux and McLaren is complicitous with the malaise of postmodern cynicism. Students will dutifully go through their liberatory motions, producing the proper assignments, but it remains an open question whether they carry an oppositional politics with them. The "critical distance" supposedly created with liberatory pedagogy also opens up a cynical distance toward the writing produced in class.”
	4	+
	5	+B) They cause more social injustice by creating a cookie cutter model for every debate student. Their logic is infinitely regressive- they say X is bad because X is X. My alternative is opening curriculum to rhetoric of power AND rhetoric of contestation- rhetoric where questioning the very validity of morality is accepted - controls the internal link into an equal pedagogy. Rickert 2
	6	+(Thomas, “"Hands Up, You're Free": Composition in a Post-Oedipal World”, JacOnline Journal,)
	7	+“This essay will employ Deleuze's and Zizek's theories to illustrate the limitations of writing pedagogies that rely on modernist strategies of critical distance or political agency. Implicit in such pedagogies is the faith that teaching writing can resist dominant social practices and empower students; however, the notion that we can actually foster resistance through teaching is questionable. As Paul Mann states, "all the forms of opposition have long since revealed themselves as means of advancing it. ... The mere fact that something feels like resistance and still manages to offend a few people (usually not even the right people) hardly makes it effective" (138). In light of Mann's statement, I urge us to take the following position: teaching writing is fully complicitous with dominant social practices, and inducing students to write in accordance with institutional precepts can be as disabling as it is enabling. By disabling, I do not mean that learning certain skills-typically those most associated with current-traditional rhetorics, such as superficial forms of grammatical correctness, basic organization, syntactic clarity, and such-are not useful. Such skills are useful, and they are often those most necessary for tapping the power that writing can wield. In learning such skills, however, we should also ask what students aren’t are not learning. What other forms of writing and thinking are being foreclosed or distorted, forms of writing that have their own, different powers? If one of our goals as teachers of writing is to initiate students into rhetorics of power and resistance, we should also be equally attuned to rhetorics of contestation. Specifically, we must take on the responsibility that comes with the impossibility of knowing the areas of contention and struggle that will be the most important in our students' lives. Pedagogy could reflect this concern in its practices by attending to the idea that each student's life is its own telos, meaning that the individual struggles of each student cannot and should not necessarily mirror our own. Or, to put it another way, students must sooner or later overcome us, even though we may legitimate our sense of service with the idea that we have their best interests in mind. However, we should be suspicious of this presumptive ethic, for, as Mann astutely observes, "nothing is more aggressive than the desire to serve the other" (48)

EntryDate

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	1	+2017-01-06 15:58:19.468

Judge

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	1	+Neel Yerneni

Opponent

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	1	+Kempner AB

ParentRound

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	1	+29

Round

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	1	+1

Team

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	1	+Strake Jesuit Li Neg

Title

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	1	+1 - Pedagogical Imperialism

Tournament

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	1	+UH Cougar Classic